social sciences come alive making humanities and
TRANSCRIPT
Cambridge University Press978-1-108-44543-6 — Making Humanities and Social Sciences Come AliveEdited by Deborah Green , Deborah Price FrontmatterMore Information
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MAKING HUMANITIES ANDSOCIAL SCIENCES COME ALIVEEarly Years and Primary Education
Humanities and Social Sciences (HASS) education is integral to the
development of active and informed citizens, and encourages learners to
think critically, solve problems and adapt to change. Making Humanities
and Social Sciences Come Alive: Early Years and Primary Education prepares
pre-service educators to become high-quality HASS educators who can
unlock the potential of all students.
Closely aligned with the Australian Curriculum and Early Years Learning
Framework, this book is designed to enhance teaching practices in History,
Geography, Economics and Business, and Civics and Citizenship. It provides
readers with an in-depth understanding of the curriculum structure,
individual disciplines, pedagogical approaches to teaching HASS,
inclusivity, global connections and the transition to practice.
Examples are provided for early childhood and primary years education,
making this an inclusive, versatile and comprehensive text. Each chapter is
also supported by pedagogical features that showcase best practice,
including learning objectives, educator tips, reflections, spotlights on HASS
education, review questions and learning extensions.
Drawing on the expertise of a diverse team of academics and educators,
Making Humanities and Social Sciences Come Alive is an invaluable resource
that provides pre-service educators with the knowledge and skills to
deliver this exciting curriculum.
Deborah Green is Program Director: Bachelor of Primary Education
(Honours) and a Lecturer in the School of Education, University of South
Australia.
Deborah Price is Associate Head of School Academic: Professional
Engagement and Enterprise in the School of Education, University of South
Australia.
Cambridge University Press978-1-108-44543-6 — Making Humanities and Social Sciences Come AliveEdited by Deborah Green , Deborah Price FrontmatterMore Information
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Cambridge University Press978-1-108-44543-6 — Making Humanities and Social Sciences Come AliveEdited by Deborah Green , Deborah Price FrontmatterMore Information
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Edited by Deborah Greenand Deborah Price
MAKINGHUMANITIESAND SOCIALSCIENCES
COME ALIVE
Early Years and PrimaryEducation
Cambridge University Press978-1-108-44543-6 — Making Humanities and Social Sciences Come AliveEdited by Deborah Green , Deborah Price FrontmatterMore Information
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This book is dedicated to
our supportive families,
friends and colleagues who
have walked every step of
the way with us in our
quest to increase the
passion for the Humanities
and Social Sciences learn-
ing area.
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. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CONTENTS. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
LIST OF CONTRIBUTORS xvii
PREFACE xxi
ACKNOWLEDGEMENTS xxiii
PART I HUMANITIES AND SOCIAL SCIENCES CURRICULUM 1. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 1 Making Humanities and Social Sciences come alive:
The significance of curriculum in education 3
Deborah Green and Deborah Price
Introduction 3
The development and history of the Early Years Learning Framework 4
The development and history of the Australian Curriculum 6
Introducing HASS in the Australian Curriculum 10
Key ideas and values underpinning the HASS learning area 11
Conclusion 15
Review questions 16
Learning extension 16
References 16. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 2 A guided tour of the HASS Australian Curriculum: Planning and
integrating learning 18
Deborah Green and Deborah Price
Introduction 18
Navigating the Australian Curriculum 19
The HASS curriculum 24
Teaching and planning approaches 31
What is an integrated curriculum? 36
Locating primary and secondary resources for future planning and
teaching in HASS 38
Conclusion 39
Review questions 39
Learning extension 39
References 40. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 3 HASS in the early years: Connecting the Early Years Learning
Framework and the Australian Curriculum 42
Helen Ovsienko
Introduction 42
Foundations underpinning both the EYLF and the Australian Curriculum 43
Locating HASS education in the everyday 44
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Differences between the EYLF and Australian Curriculum approaches 46
Similarities between the EYLF and Australian Curriculum approaches 48
Inquiry learning 53
Emergent curriculum 55
Conclusion 56
Review questions 56
Learning extension 56
References 57. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 4 Humanities and Social Sciences in the early childhood and
primary years 59
Mallihai Tambyah, Deborah Green and Deborah Price
Introduction 59
Nature and purpose of HASS learning in the early childhood and
primary years 60
Pedagogies for HASS learning in the early childhood and primary years 62
What is the role of disciplinary knowledge in HASS? 67
Conclusion 72
Review questions 73
Learning extension 73
References 73
PART I I HASS CONCEPTS AND SUB-STRANDS 75. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 5 Conceptual thinking in HASS 77
Malcolm McInerney
Introduction 77
The concept of concepts 78
Developing the concepts in Geography 81
Conceptual thinking in History 83
Conceptual thinking in Civics and Citizenship 92
Conceptual thinking in Economics and Business 93
Assessment and the concepts 97
Conclusion 100
Review questions 101
Learning extension 101
References 101. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 6 The past in the present: Bringing History and Civics and
Citizenship education to life in early years settings 103
Peter Brett and Katia Duff
Introduction 103
What are the links between History and Civics and Citizenship education
in early childhood settings? 104
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Integrating the curriculum to promote historical and citizenship conceptual
understanding 107
Meaningful and memorable teaching and learning approaches 111
Planning and putting it into practice 112
Conclusion 116
Review questions 116
Learning extension 117
Further reading 117
References 117. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 7 History and historical inquiry 120
Deborah Henderson
Introduction 120
What is distinctive about History as a discipline? 121
The structure of History in the Australian Curriculum 122
Conceptual understanding in History 126
Developing skills through historical inquiry 130
Conclusion 134
Review questions 134
Learning extension 134
References 134. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 8 Making Geography come alive by teaching geographical thinking 136
Malcolm McInerney
Introduction 136
To think geographically 137
The geographical concepts and assessment 153
Teaching the concepts through an inquiry approach 153
Conclusion 155
Review questions 155
Learning extension 155
References 155. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 9 Civics and Citizenship in the 21st century 157
Andrew Peterson and Grace Emanuele
Introduction 157
Understanding Civics and Citizenship 159
What is Civics and Citizenship? 160
Teaching/learningethos andorganising theCivics andCitizenship curriculum 164
Making connections: curriculum and communities 167
Conclusion 171
Review questions 171
Learning extension 172
References 172
Contents ix
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. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 10 Bringing Economics and Business into educational settings 174
Anne Glamuzina
Introduction 174
Economics and Business in early years education 176
Economics and Business knowledge and understanding 176
Economics and Business inquiry and skills 185
Conclusion 193
Review questions 193
Learning extension 194
References 194
PART I I I TEACHING AND LEARNING IN HASS 197. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 11 Inquiry learning: The process is essential to the product 199
Kim Porter and Madeline Fussell
Introduction 199
The intent of inquiry 199
Theory that underpins inquiry 205
What do effective educators of inquiry incorporate from constructivist
theory? 207
Conclusion 211
Review questions 211
Learning extension 212
References 212. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 12 Engaging with ethical understanding in the early years and
beyond: The community of inquiry approach 213
Martyn Mills-Bayne
Introduction 213
Dialogic pedagogy and ethical understanding 214
The community of inquiry 215
Ethical understanding in the early years: Before school 219
Ethical understanding in the early years: Primary 221
Conclusion 225
Review questions 225
Learning extension 226
References 226. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 13 The power of play to engage and nurture creative,
independent learners 228
Jane Webb-Williams
Introduction 228
The value and role of play 229
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The complexity of play 230
Defining play 231
Characteristics of play 233
Playfulness and playful pedagogies 234
Types of play 235
The role of the educator in playful pedagogies 237
Conclusion 242
Review questions 243
Learning extension 243
References 244. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 14 Using picture books to develop language and
literacies in HASS 247
Jann Carroll
Introduction 247
The integrated nature of literacy in HASS 248
Why focus on language and literacy learning in HASS? 249
Picture books: The power of story in teaching HASS 250
Strategies to develop language and literacies in HASS 256
Conclusion 260
Review questions 260
Learning extension 260
References 261. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 15 Effective assessment practices 263
Susanne Jones and Carmel Dineen
Introduction 263
Understanding the purpose of assessment 263
Being assessment literate 267
Designing effective assessment 269
Collecting evidence and making judgements 274
Conclusion 276
Review questions 276
Learning extension 276
References 277
PART IV INTEGRATION ACROSS CROSS-CURRICULUM PRIORITIES 279. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 16 The general capabilities’ synergy with HASS 281
Malcolm McInerney, Deborah Green and Deborah Price
Introduction 281
Citizen capacity: What do learners think? 283
The general capabilities 285
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HASS and the general capabilities 294
The general capabilities in the achievement standards 302
Conclusion 304
Review questions 304
Learning extension 305
References 305. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 17 Authentic engagement with Aboriginal and Torres Strait Islander
content in the P–6 Australian Curriculum 307
Kevin Lowe and Janet Cairncross
Introduction 307
The Australian Curriculum: Limitations and challenges 308
What pedagogy supports the aims of the Australian Curriculum? 311
Developing educators’ understanding through authentic family
and community engagement 315
Making curriculum work 319
Conclusion 320
Review questions 325
Learning extension 325
References 325. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 18 Studies of Asia and Australia’s engagement with Asia 327
Deborah Henderson
Introduction 327
Why young Australians should study Asia and Australia’s engagement
with Asia 328
How the Asia priority is represented and structured in the HASS
curriculum 330
Using the general capabilities to foster knowledge, understanding
and skills about Asia and the development of Asia capability 334
Embedding studies in Asia via inquiry in HASS 338
Conclusion 339
Review questions 340
Learning extension 340
References 340. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 19 Educating for sustainability: Theoretical and practical insights
for preservice educators 343
Kathryn Paige, David Lloyd and Samuel Osborne
Introduction 343
Engaging with ideas for living sustainably 343
The value of connecting learners to place 345
Planning learning experiences around the principles of EfS towards
ecojustice 346
Incorporating EfS pedagogical practices into classroom experiences 348
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Conclusion 357
Review questions 357
Learning extension 357
References 358
PART V HASS FOR ALL LEARNERS 361. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 20 Values education and social justice 363
Tace Vigilante
Introduction 363
Values education 364
The community of inquiry approach 369
Community of ethical inquiry in HASS 373
Conclusion 375
Review questions 376
Learning extension 376
References 376. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 21 Culturally responsive pedagogy: Respecting the diversity
of learners studying HASS 379
Dylan Chown
Introduction 379
Advancing broad notions of citizenship characterised by equity and
justice 380
Valuing the diversity of learners’ cultural and religious knowledges 386
Culturally responsive pedagogical strategies to maximise learning outcomes
within HASS 387
Strategies for supporting HASS learning for broad and inclusive notions of
citizenship 390
Conclusion 396
Review questions 396
Learning extension 397
Acknowledgement 397
References 397. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 22 HASS for everyone: Inclusive approaches respectful of learner
diversity 400
Deborah Price and Deborah Green
Introduction 400
Inclusive principles 401
Responsibility in applying inclusive practices to the HASS learning
experience 403
Universal design for learning in HASS 409
Differentiation in HASS 411
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Co-designing HASS learning experiences 412
Inclusive HASS learning experiences begin in the early years 414
Conclusion 414
Review questions 415
Learning extension 415
References 415
PART VI COMMUNITY AND GLOBAL CONNECTIONS 419. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 23 Using community resources to develop active and informed
citizens 421
Jann Carroll
Introduction 421
Developing active and informed citizens through schooling 422
Community resources to support the teaching of HASS 424
Evaluating the use of community resources 426
Contribution of community resources to learning 428
Inquiry learning through community resources 431
Conclusion 433
Review questions 433
Learning extension 433
References 434. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 24 Uncovering hidden gems in the community 437
Mandi Dimitriadis
Introduction 437
Community and learning 438
Resources in the local community 439
Using community resources to support HASS learning 443
Community resources in early childhood settings 444
Working with community members and organisations 445
Conclusion 449
Review questions 449
Learning extension 449
References 449. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 25 Enhancing HASS learning with technology 451
Mandi Dimitriadis
Introduction 451
Embedding technology in learning tasks 451
Technology in the Early Years Learning Framework 454
Technology in the Australian Curriculum 455
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Types of technology and their applications to HASS learning 458
Conclusion 463
Review questions 463
Learning extension 464
References 464. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 26 Libraries and librarians: At home with HASS 465
Katie Silva
Introduction 465
Libraries as rich sources for HASS learning and learners 466
Librarians at home with HASS 469
HASS with head, heart and hands 475
Conclusion 477
Review questions 477
Learning extension 477
References 478. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 27 Global education 479
Andrew Peterson and Zea Perrotta
Introduction 479
Understanding global education 481
What is global education? 483
The building blocks of global education 485
Organising the teaching and learning of global education within an
educational site 488
Conclusion 495
Review questions 495
Learning extension 495
References 495
PART VI I GETTING STARTED 497. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 28 Early career teaching in the early years 499
Steven Cameron
Introduction 499
Early childhood pedagogy: Your why and how 500
The cycle of planning 503
Learning for professional growth 508
Conclusion 511
Review questions 511
Learning extension 512
References 512
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. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
CHAPTER 29 Early career teaching in the primary years 513
Deana Cuconits
Introduction 513
Step 1: Start with the curriculum 513
Step 2: Engage yourself – you need to love the content too! 515
Step 3: Planning and programming – work backwards and start with the
end in mind 517
Step 4: Immersion and adventure 521
Step 5: Authentic assessment 525
Conclusion 526
Review questions 527
Learning extension 527
Further reading 528
References 528. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
INDEX 529
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CONTRIBUTORS. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
DEBORAH GREEN is Program Director: Bachelor of Primary Education (Honours) and a
Lecturer of Humanities and Social Sciences and Inclusive Education in the School of
Education, University of South Australia. She is an active member of the University of
South Australia Centre for Research in Education and Social Inclusion (CRESI), Inclusive
Communities for Justice and Wellbeing Research group, Executive Secretary of the HASS
SA committee, committee member of the Social and Citizenship Association of Australia
(SCEAA) and co-editor of The Social Educator.
DEBORAH PRICE is Associate Head of School Academic: Professional Engagement and
Enterprise and Lecturer Inclusive Education and Wellbeing in the School of Education,
University of South Australia. She is the President of the Australian Curriculum Studies
Association, and a member of the University of South Australia CRESI and the Inclusive
Communities for Justice and Wellbeing Research group.
PETER BRETT is a Senior Lecturer in Education at the University of Tasmania, Burnie. He
was a history and citizenship teacher educator at the University of Cumbria from 1993 to
2008.
JANET CAIRNCROSS is Assistant Principal at Our Lady of the Sacred Heart College,
Kensington, New South Wales. She has worked in both government and Catholic schools
throughout her 25-year teaching career.
STEVEN CAMERON is an Early Childhood Leader for the Department for Education (South
Australia). He is President and co-founder of the Australian Association for Men in Early
Childhood.
JANN CARROLL is a Senior Lecturer in Literacy and Education Studies at the Australian
Catholic University, Canberra. In 2016 she won an Excellence in Teaching and Learning
Innovation Award and in 2017 an Executive Dean’s Commendation for Excellence in
Teaching.
DYLAN CHOWN is a Research Fellow and Program Director for Islamic Education in the
Centre for Islamic Thought and Education/School of Education, University of South
Australia. He is a member of the University of South Australia in CRESI and the Inclusive
Communities for Justice and Wellbeing Research group.
DEANA CUCONITS is a teacher of HASS in the primary years of schooling. She is a member
of the executive committee of HASS SA.
MANDI DIMITRIADIS is Director of Learning at Makers Empire. She has managed museum
education programs at a range of sites including the South Australian Maritime Museum.
She played a key role in the implementation of the Australian Curriculum: History F/6–7 in
South Australia.
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CARMEL DINEEN is a Primary Learners Project Officer in the Department for Education in
South Australia. She has been a primary teacher for over 40 years, and in 2012 was
awarded Primary Years Teacher of the Year by the Council of Education Associations of
South Australia (CEASA).
KATIA DUFF is a practising classroom teacher who over the past 23 years has taught in the
early childhood, secondary and tertiary sectors. She is also affiliated with the University of
Tasmania, where she specialises in BEd early childhood course work and human
development.
GRACE EMANUELE is a university tutor at the University of South Australia. She is an
experienced primary school teacher and has taught for over 20 years in the classroom
setting.
MADELINE FUSSELL is an independent educational consultant whose career has included
roles in early childhood settings, primary schools, early intervention and as a university
lecturer in education.
ANNE GLAMUZINA is a board member of the Business and Enterprise Teachers Association
of South Australia and a member of the HASS SA Executive Committee.
DEBORAH HENDERSON is an Associate Professor in the Faculty of Education at Queensland
University of Technology. She is a Past President of the Queensland History Teachers’
Association (QHTA) and a Past President of the History Teachers’ Association of
Australia (HTAA).
SUSANNE JONES has been a primary and secondary teacher and leader in country and
metropolitan schools. She has worked with teachers and leaders during the implementation
of the Australian Curriculum. Susanne now works with leaders and teachers to support
curriculum change and improve student learning, supporting their work in curriculum,
pedagogy, assessment and moderation.
DAVID LLOYD is an adjunct research fellow in the School of Education, University of South
Australia, where he was a Lecturer in Science, Mathematics and Environmental Education
and coordinator of the general studies program until 2011.
KEVIN LOWE is a Gubbi Gubbi man from South-east Queensland. He is a Post-Doctoral
Fellow at Macquarie University undertaking research on developing a model of sustainable
improvement in Aboriginal education. He has been a high school teacher, TAFE adminis-
trator, university lecturer and NSW Board of Studies Inspector, Aboriginal Education.
MALCOLM McINERNEY is a teaching academic in HASS for the School of Education,
University of South Australia. Malcolm was President of the Australian Geography
Teachers’ Association (2008–13), member of the Australian Curriculum, Assessment and
Reporting Authority (ACARA) Australian Curriculum: Geography Writing Panel (2009–13),
Executive Director of Education Services Australia’s GeogSpace project and the Humanities
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Curriculum Manager for the South Australian Department of Education and Child Devel-
opment (2007–17).
MARTYN MILLS-BAYNE is a Lecturer in Early Childhood Education at the University of
South Australia. He is a member of the South Australian Philosophy in Education
Association (SAPEA).
SAMUEL OSBORNE is Associate Director for Regional Engagement (APY Lands) at the
University of South Australia and also has roles teaching Pitjantjatjara language, Aboriginal
Education and various research projects. He has worked in Aboriginal education since
1995 as a teacher, principal and Pitjantjatjara language teacher and interpreter. He is also
Director (Education) of Nyangatjatjara College, an Independent Aboriginal School in the
south of the Northern Territory.
HELEN OVSIENKO is a Lecturer in HASS Education, Education for Diversity and Critical
Perspectives of Education at the University of South Australia. She is a member of the
University of South Australia CRESI Pedagogies for Justice Research group.
KATHRYN PAIGE is a Senior Lecturer in Science and Mathematics Education at the
University of South Australia. She taught for 17 years in primary classrooms in a range
of schools, and has taught in science education for the last 20 years.
ZEA PERROTTA teaches HASS to preservice teachers in the Bachelor of Education programs
at the University of South Australia. She has a background in teaching, youth engagement,
family counselling, presenting and communication in the not-for-profit, government and
private sectors.
ANDREW PETERSON is a Professor of Education at Canterbury Christ Church University
and Adjunct Professor of Education at the University of South Australia.
KIM PORTER is a Lecturer and Unit Co-ordinator of HASS Education at the University of
New England. Prior to this, she taught primary and secondary students in both the public
and private sectors for over 20 years.
KATIE SILVA is Teacher Librarian at Wilderness School, an independent girls school in
Adelaide, and the current President of HASS SA.
MALLIHAI TAMBYAH is a Senior Lecturer in Social Education in the Faculty of Education at
Queensland University of Technology.
TACE VIGILANTE is a Teacher Education Lecturer at Charles Sturt University. She teaches
in the HASS learning area as well as diversity and multiculturalism and Aboriginal and
Torres Strait Islander studies in education.
JANE WEBB-WILLIAMS is a Lecturer at the University of South Australia. She is a leading
early childhood expert and her career in education spans over 20 years in roles including
deputy principal and primary school teacher.
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PREFACE. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
Humanities and Social Sciences (HASS) education is integral to the development of active
and informed citizens, and scaffolds learners in developing skills to think critically,
question, communicate effectively, make decisions, solve problems and adapt to change.
Addressing the Australian Curriculum, HASS education embraces History, Geography,
Civics and Citizenship, and Economics and Business. This unique learning area fosters
empathy, social justice and equity through providing opportunities to critically analyse
information from multiple perspectives. Therefore, being able to effectively teach and
integrate this important learning area in the educational program is essential. Drawing
on the expertise of national and international scholars, Making Humanities and Social
Sciences Come Alive: Early Years and Primary Education prepares preservice and in-service
educators to become high-quality HASS educators who can unlock the potential of all
learners.
Strong HASS foundations in the early years nurture children’s curiosity and inquiring
minds to enrich their learning of HASS knowledge, understanding, skills and inquiry as
they transition into the primary years of schooling. This comprehensive book aims to instil
the importance of HASS education from early childhood to Year 6/7, with each chapter
offering examples and resources for early and primary years education. Explicit chapters
provide applications for integrating the general capabilities and cross-curriculum priorities
of Asia and Australia’s engagement with Asia, Sustainability, and Aboriginal and Torres
Strait Islander histories and cultures.
The text is divided into six parts, providing readers with an in-depth understanding of
the HASS curriculum structure, the individual disciplines, pedagogical approaches to
teaching and learning, inclusive approaches to HASS education and global connections,
and supporting the preservice educator’s transition to practice. Chapters have been written
by HASS early years educators, classroom educators, early career educators and research-
informed academics, with examples provided across early childhood and primary education.
Embedded throughout each chapter are pedagogical approaches to showcase best practice
for preservice and in-service educators, including learning objectives, educator tips, reflec-
tions, spotlights on HASS education, review questions and learning extensions.
OUTLINE
Part I: Humanities and Social Sciences Curriculum explores the significance of HASS in the
Australian Curriculum and connections with the Early Years Learning Framework (EYLF).
It provides a guided tour of the curriculum and framework before discussing the key
concepts that underpin this learning area. The HASS disciplines are explored in Part II
across early years and primary education through each of the Australian Curriculum sub-
strands: History; Geography; Civics and Citizenship; and Economics and Business. Part III:
Teaching and Learning in HASS draws Parts I and II together by providing pedagogical and
assessment approaches, including inquiry, ethical understandings and the role of play in
learning. Integration across cross-curriculum priorities is explored in Part IV, while Part V:
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HASS for All Learners challenges educators to continue to integrate diverse perspectives for
broad and inclusive notions of citizenship. This is addressed across areas that include
promoting world views and philosophy, valuing and embracing learners’ lifeworlds,
employing culturally responsive pedagogy: e.g. engaging with technologies, universal
design, co-design and differentiated approaches to learning experiences. Part VI: Commu-
nity and Global Connections examines the use of community resources to develop active
and informed citizens, uncovering hidden gems in the community, enhancing HASS
learning with technology, effective use of libraries and librarians, and global education.
The book concludes with Part VII: Getting Started, supporting in-service educators to begin
teaching HASS across the early and primary years.
xxii Preface
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ACKNOWLEDGEMENTS. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .. . .. . .. . .. . .. . .. . . .. . .. . .
Deborah Green wishes to thank her wonderful daughter, Nicole, who has supported her
with love, encouragement and an endless belief in her abilities to make Humanities and
Social Sciences come alive in classrooms. She would also like to thank her mother and her
late father who have provided endless support and guidance. Deborah would like to
dedicate this book in memory of her dear friend Mary Sneath who supported and
motivated her to ensure that it became a reality.
Deborah Price wishes to thank her husband, Jamie, and daughters, Alexandra, Isabelle
and Bridgette, whose inclusive and caring approach to life has been the driving motivation
and inspiration for this book: ensuring all young people have access to and engage in
Humanities and Social Sciences learning. A special dedication to Shannon Price, Barry
Parbs, and Marlene and Allen Arthur for building the foundation for seeing people’s
capabilities, strengths and opportunities to grow.
We sincerely thank the authors of the book chapters for their dedication and insightful
contributions. Without them this book would not be possible.
The authors and Cambridge University Press would like to thank the following for
permission to reproduce material in this book.
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(ACARA) 2014 to present, unless otherwise indicated. This material was downloaded from
the ACARA website (www.acara.edu.au) and was not modified. The material is licensed
under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0). ACARA does not endorse
any product that uses ACARA material or make any representations as to the quality of
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